A Secondary Analysis of Jackson et al. (2022): The Impact of Educational Placement for Students with Complex Support Needs
Author:
Affiliation:
1. The University of Arizona, Tucson, USA
2. The University of Northern Colorado, Greeley, USA
3. University of Wyoming, Laramie, USA
4. University of North Carolina at Greensboro, USA
5. The University of Utah, Salt Lake City, USA
Abstract
Funder
Institute of Education Sciences
Publisher
SAGE Publications
Link
https://journals.sagepub.com/doi/pdf/10.1177/15407969241252360
Reference24 articles.
1. Why Aren’t Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations Among Classroom Placement, Learner Outcomes, and Other Factors
2. Common Core State Standards for Mathematics. (2010). National Governors Association Center for best practices and council of chief state school officers. https://learning.ccsso.org/wp-content/uploads/2022/11/ADA-Compliant-Math-Standards.pdf
3. Adaptations in General Education Classrooms for Students With Severe Disabilities: Access, Progress Assessment, and Sustained Use
4. Outcomes of Inclusive Versus Separate Placements: A Matched Pairs Comparison Study
5. “How Can a Student with Severe Disabilities Be in a Fifth-Grade Class When He Can’t Do Fifth-Grade Level Work?” Misapplying the Least Restrictive Environment
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